Category Archives:
Evaluation

Last week, in the post, “Measuring Intangible Benefits,” you were introduced to strategies to locate tests that allow you to quantify the intangible outcomes of training by using the Mental Measurements Yearbook. As you will find, the “Yearbook” reviews commercially available tests, but there are many other tests in published research studies. The best database available to locate tests is PsychTests,

When considering the word “intangible” terms like ethereal, ghostly, spectral, unearthly and supernatural come to mind. Not exactly how we think of the efficient and grounded process of calculating the return on investment (ROI) of training. In the Phillips ROI Methodology (see diagram below), intangible benefits are those that not readily converted to a monetary value; outcomes that are difficult

Few words elicit a more immediate and visceral response than the word “test.” That’s because, in most educational settings, we have testing all wrong. Often, tests are s a primary measure of success and in some instances can have lifelong ramifications—like the ACT and SAT—on one’s future. The same holds true for training evaluation. We often focus on summative evaluation

This fall RU Training will offer a series of articles addressing advanced topics in training evaluation. I hope that these posts will benefit our current students and our alumni. This series assumes a basic knowledge of both Kirkpatrick’s Model and Phillip’s ROI Methodology. The first article addresses survey design basics. Surveys are an essential tool throughout the training process. Before

Celebrating its 16th birthday this year, the CPLP exam has established itself as the certification of choice for workplace learning professionals who meet the testing criteria of five years of experience in training related areas (your MATD counts toward this). The CPLP certification offers training professionals a way to demonstrate and communicate their mastery of the ATD competencies. Even though our curriculum

As our workforce becomes increasingly diverse, organizations look to training to increase communication and collaboration and reduce conflict. Diversity training is defined as any program designed to facilitate positive intergroup interaction, reduce prejudice and discrimination, and generally teach dissimilar others how to work together effectively (Bezrukova et al. 2012) But does diversity training deliver? A recent review suggests that the

Rubrics show great promise as both a way to communicate expectations and to assess performance. In just a few short years, rubrics have become an essential resource in the race to make higher education more accountable. Can it be long before this unpretentious tool, once confined to k-12 classrooms, finds its way to the workplace? How can we best employ